Teaching in the Block:Strategies for Engaging ActiveStrategies for Engaging Active

Learners

Michael D. Rettig, Professor EmeritusSchool of Education

James Madison UniversityHarrisonburg, VA 22807

434-249-3024

1

434 249 3024rettigmd@jmu.edu

Summary of the Scheduling Trends in Virginia High Schools 1994-2006

Single Period Schedule Trends

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-2003

2003-2004

2004-2005

2005-2006

6 55 52 42 35 24 12 9 6 7 8 8 6period 55 52 42 35 24 12 9 6 7 8 8 6

7 period 133 104 79 72 69 74 70 66 64 66 66 60

8 period 3 0 0 0 0 0 0 0 0 0 0 0

Total 191 156 121 107 93 86 79 72 71 74 74 66

Block Scheduling Trends

1994-95

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-2003

2003-2004

2004-2005

2005-2006

95 96 97 98 99 00 01 02 2003 2004 2005 2006

6 A/B 16 13 12 14 7 5 6 6 7 7 0 0

7 A/B 39 52 69 74 86 82 90 92 89 89 94 89

8 A/B 10 6 8 10 11 22 27 31 34 38 42 58 4 x 4 28 58 78 84 93 97 94 95 100 97 93 95

Other 4 5 4 5 5 6 6 6 2 3 3 3

Total 97 134 171 187 202 212 223 230 232 234 232 245

When I die,

I hope it’s during a lecture;

the difference between

life and death will be so small,

that I won’t notice it!

3

(Anonymous Student)

Teaching in a block scheduleTeaching in a block scheduleis like eternity,y,

and eternity is spent in one of two places.

John Strebe4

J S

ThreeThree--Part LessonPart Lesson--DesignDesignThreeThree--Part LessonPart Lesson--DesignDesign1. Explanation (201. Explanation (20--25 25 minsmins.).)

ObjectiveObjectivePlan for the DayPlan for the DayConnections to Previous LearningConnections to Previous LearningConnections to Previous LearningConnections to Previous LearningHomework ReviewHomework ReviewTeach New MaterialTeach New Material

2. Application (402. Application (40--45 45 minsmins.).)3 Synthesis (153 Synthesis (15--2020 minsmins ))3. Synthesis (153. Synthesis (15 20 20 minsmins.).)

AssessmentAssessmentReRe--teachingteachingEstablish Connections and RelevanceEstablish Connections and RelevanceClosureClosure 5

Application PhaseppI.I. Cooperative LearningCooperative LearningIIII PaideiaPaideia SeminarsSeminarsII.II. PaideiaPaideia SeminarsSeminarsIII.III. LaboratoryLaboratoryIV.IV. SimulationSimulationV.V. Models of TeachingModels of Teaching

A. Concept DevelopmentA. Concept DevelopmentB I iB I iB. InquiryB. InquiryC. Concept AttainmentC. Concept AttainmentD.D. SynecticsSynecticsD. D. SynecticsSynectics

VI.VI. Learning Centers or StationsLearning Centers or StationsVII.VII. TechnologyTechnology

i ii iVIII.VIII. Content Area Literacy StrategiesContent Area Literacy Strategies6

Designing Lessons for the Block Schedule With Active Learning

Strategiesg

Homework Review (10Homework Review (10--15 minutes)15 minutes)(( ))Presentation (20Presentation (20--25 minutes)25 minutes)Activity (30Activity (30--35 minutes)35 minutes)y (y ( ))Guided Practice (10Guided Practice (10--15 minutes)15 minutes)ReRe--teach (10teach (10--15 minutes)15 minutes)ReRe teach (10teach (10 15 minutes)15 minutes)Closure (5Closure (5--10 minutes)10 minutes)

(Hotchkiss P in Canady and Rettig 1996 p 23)(Hotchkiss P in Canady and Rettig 1996 p 23)(Hotchkiss, P. in Canady and Rettig, 1996, p. 23)(Hotchkiss, P. in Canady and Rettig, 1996, p. 23)

7

Homework Review (10-15 Minutes)

InsideInside--Outside Circles (Kagan, 1990) Outside Circles (Kagan, 1990) PairsPairs--Check (Kagan, 1990Check (Kagan, 1990Team Interview (Kagan, 1990)Team Interview (Kagan, 1990)Graffiti (Kagan, 1990)Graffiti (Kagan, 1990)R dt bl (C d d R tti 1996 Ch 3)R dt bl (C d d R tti 1996 Ch 3)Roundtable (Canady and Rettig, 1996, Ch. 3)Roundtable (Canady and Rettig, 1996, Ch. 3)ThinkThink--PairPair--Share (Canady and Rettig, 1996, Ch. 3)Share (Canady and Rettig, 1996, Ch. 3)MixMix--FreezeFreeze--Group (Kagan 1990)Group (Kagan 1990)MixMix--FreezeFreeze--Group (Kagan, 1990)Group (Kagan, 1990)Send a Problem (Canady and Rettig, 1995, Ch. 8)Send a Problem (Canady and Rettig, 1995, Ch. 8)

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Presentation (20-25 Minutes)Interactive Lecture (Interactive Lecture (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 2)Ch. 2)

C d d R i 1996C d d R i 1996CD Rom (CD Rom (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7)Video Disc (Video Disc (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7)Videotape (Videotape (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 7)Ch. 7)Socratic Seminars (Socratic Seminars (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 2)Ch. 2)Inquiry (Gunter et al., 1995)Inquiry (Gunter et al., 1995)Direct Instruction (Direct Instruction (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 9)Ch. 9)

iiDemonstrationDemonstrationInductive thinking (Inductive thinking (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 4)Ch. 4)Directed Reading/thinking Activity (Directed Reading/thinking Activity (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 8)Ch. 8)

d d id d iConcept Attainment (Concept Attainment (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch.4)Ch.4)SynecticsSynectics ((Canady and Rettig, 1996, Canady and Rettig, 1996, Ch.4)Ch.4)Memory Model (Memory Model (Canady and Rettig, 1996, Canady and Rettig, 1996, Ch. 4)Ch. 4)

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Activity (30-35 Minutes)y ( )Role Play (Gunter et al., 1995)Role Play (Gunter et al., 1995)Simulation (Canady and Rettig, 1996,Simulation (Canady and Rettig, 1996, Ch. 5)Ch. 5)SynecticsSynectics (Canady and Rettig 1996(Canady and Rettig 1996 Ch 4)Ch 4)SynecticsSynectics (Canady and Rettig, 1996,(Canady and Rettig, 1996, Ch. 4)Ch. 4)Science LaboratoryScience LaboratoryComputer ReinforcementComputer ReinforcementMixMix--FreezeFreeze--Group (Group (KaganKagan, 1990), 1990)InsideInside Outside Circle (Outside Circle (KaganKagan 1990)1990)InsideInside--Outside Circle (Outside Circle (KaganKagan, 1990), 1990)Writing Lab (Canady and Rettig, 1996,Writing Lab (Canady and Rettig, 1996, Ch. 8)Ch. 8)Teams Games Tournaments(TGT)(Teams Games Tournaments(TGT)(SlavinSlavin, 1986), 1986)Student Teams Achievement Divisions (STAD)(Student Teams Achievement Divisions (STAD)(SlavinSlavin, 1986;Ch. 2), 1986;Ch. 2)T R iT R iTeam ReviewTeam ReviewGraffiti (Graffiti (KaganKagan, 1990), 1990)Roundtable (Canady and Rettig, 1996,Roundtable (Canady and Rettig, 1996, Ch. 3)Ch. 3)PairPair--Share (Canady and Rettig, 1996,Share (Canady and Rettig, 1996, Ch.3)Ch.3)( y g, ,( y g, , ))Learning Center (Canady and Rettig, 1996,Learning Center (Canady and Rettig, 1996, Ch. 6)Ch. 6)Send a Problem (Canady and Rettig, 1995,Send a Problem (Canady and Rettig, 1995, Ch.8)Ch.8)PairsPairs--Check (Check (KaganKagan, 1990), 1990)Ji (Ji (Sl iSl i 1986)1986)Jigsaw (Jigsaw (SlavinSlavin, 1986), 1986)

10

Designing Lessons for the Block Schedule With Active Learning

Strategiesg

Homework Review (10Homework Review (10--15 minutes)15 minutes)Homework Review (10Homework Review (10 15 minutes)15 minutes)Presentation (20Presentation (20--25 minutes)25 minutes)A i i (30A i i (30 35 i )35 i )Activity (30Activity (30--35 minutes)35 minutes)Guided Practice (10Guided Practice (10--15 minutes)15 minutes)ReRe--teach (10teach (10--15 minutes)15 minutes)Closure (5Closure (5--10 minutes)10 minutes)Closure (5Closure (5 10 minutes)10 minutes)

11

Six Steps in theInteractive Lecture Model

Set InductionSet Induction

State the State the Objectives

Provide Closure

Review Previously

Taught Material

Present New Material

Provide Practice

12

Research Regarding the General Effects of E A hiEngagement on AchievementSynthesis  Number of Average  Percentile Study Effect Sizes Effect Size Gain

Bloom, 1976 28 0.75 27, 97 75 7

Frederick, 1980 20 0.82 29

Lysakowski &Wahlberg, 1982 22 0.88 31Wahlberg, 1982

Wahlberg, 1982 10 0.88 31

13

As Reported in Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD.

Stimuli for Student Engagement

High EnergyHigh EnergyMi i I f iMi i I f iMissing InformationMissing InformationSelfSelfSelfSelfMild PressureMild PressureMild Controversy and CompetitionMild Controversy and Competition

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High Energy as Stimulus

MovementMovementLesson Pacing (especially smoothLesson Pacing (especially smoothLesson Pacing (especially smooth Lesson Pacing (especially smooth transitions)transitions)Teacher Enthusiasm and IntensityTeacher Enthusiasm and IntensityTeacher Enthusiasm and IntensityTeacher Enthusiasm and Intensity

15

Missing Information as Stimulus

Mysteries (Puzzles, riddles, etc.)Mysteries (Puzzles, riddles, etc.)Inquiry LessonsInquiry LessonsInquiry LessonsInquiry LessonsDirected Reading (or Listening) Thinking Directed Reading (or Listening) Thinking Activities (DRTA DLTA)Activities (DRTA DLTA)Activities (DRTA, DLTA)Activities (DRTA, DLTA)

16

Self as Stimulus

Student InterestsStudent InterestsStudent ChoicesStudent ChoicesStudent ChoicesStudent ChoicesMaterial Relevant to Current ExistenceMaterial Relevant to Current Existence

17

Mild Pressure as StimulusMild Pressure as Stimulus

Appropriate level of pressureAppropriate level of pressureAppropriate level of pressureAppropriate level of pressureQuestioning techniques including “wait Questioning techniques including “wait i ” d i di id l b di ” d i di id l b dtime” and individual response boardstime” and individual response boards

Intellectual ChallengeIntellectual Challenge

Key: Pressure that is too intense or too long Key: Pressure that is too intense or too long will cause stress that has a negative impactwill cause stress that has a negative impactwill cause stress that has a negative impact will cause stress that has a negative impact on learning and wellon learning and well--being.being. 18

Mild Controversy and Competition as Stimuli

G /C t tG /C t tGames/ContestsGames/ContestsSeminarsSeminarsDiscussionsDiscussionsDebatesDebatesDebatesDebatesKey: Controversy must not be too Key: Controversy must not be too “controversial ” Competition must not be“controversial ” Competition must not becontroversial. Competition must not be controversial. Competition must not be too intense. Losing teams and/or individuals too intense. Losing teams and/or individuals must not feel devaluedmust not feel devaluedmust not feel devalued.must not feel devalued.

19

The Four Circles of EngagementCognitive DomainCognitive Domain

IntellectualChallengeChallenge

Active Learning StrategiesMovement Affiliation

Physical Domain Social/EmotionalDomain

Choice

Social/Emotional Domain

Th Li UThe Line-Up

1….………5…….……9

Issue: Inclusion of special education

Never Always

Issue: Inclusion of special education students into general education classrooms.

21

You’re a “5” if you have no

opinion or if you are

ambivalent regarding thisambivalent regarding this

t t tstatement.

22

You’re a “1” if you believe that special

education students should never be

included into general education classes,

regardless of the disability and regardlessregardless of the disability and regardless

of the level of support provided.of the level of support provided.

23

You’re a “9” if you believe that special

education students should always be

included into general education classes,

regardless of the disability and regardless ofregardless of the disability and regardless of

the level of support provided.the level of support provided.

24

Th Li UThe Line-Up

Jan. 1….……….Dec. 31

Birthdays

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Cooperative Learning: The ProcessCooperative Learning: The Process

1. Class Building1. Class Buildinggg2. Team Formation2. Team Formation3. Team Building and Team Identity3. Team Building and Team Identityg yg y4. Cooperative Learning Structures which have:4. Cooperative Learning Structures which have:

A. Group GoalsA. Group GoalsB. Face to Face Interaction B. Face to Face Interaction C. Positive InterdependenceC. Positive InterdependenceD Individual AccountabilityD Individual AccountabilityD. Individual AccountabilityD. Individual Accountability

5. Group Processing5. Group Processing

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The Interview1.1. InterviewInterview

A > B A > B C > DC > D2.2. Reverse InterviewReverse Interview

B > AB > A D > CD > C3.3. Share AroundShare Around

“A” tells the other three all about “B’s” answer/response.“A” tells the other three all about “B’s” answer/response.“B” tells all about “A”“B” tells all about “A”“C” tells all about “D”“C” tells all about “D”“D” tells all about “C”“D” tells all about “C”D tells all about CD tells all about C

4.4. Total Group ShareTotal Group ShareEither randomly or sequentially, students share what Either randomly or sequentially, students share what y q y,y q y,someone else in their group said.someone else in their group said.

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Things in Common (TIC)Topic Likes DislikesTopic Likes Dislikes

Food

TV Show orMovie

Actor or ActressActress

Place

28Activity

Team Roles

Enforcer/TaskmasterEnforcer/TaskmasterEncouragerEncouragerEncouragerEncourager

Supply ManagerSupply ManagerQ li C lQ li C lQuality ControlQuality Control

ReporterReporterScribeScribe

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Listen Think Team (or Pair)Listen, Think, Team (or Pair) and Share

Listen!!! Ask a question to the entire group.Listen!!! Ask a question to the entire group.Think!!!Think!!! Give wait time. Give wait time. Team!!! Huddle the teams together to Team!!! Huddle the teams together to compare answers, orcompare answers, orp ,p ,Pair!!! Have students check with a partner Pair!!! Have students check with a partner to compare answers, andto compare answers, andp ,p ,Share!!! Call on a student randomly to Share!!! Call on a student randomly to answer the question.answer the question.qq

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1, 2, 4 Cooperative1, 2, 4 Cooperative Worksheets

1 Mode1 Mode——Key Word “Respect”Key Word “Respect”y py p

2 Mode2 Mode——Key Word “Defend”Key Word “Defend”

44 ModeMode——Key Word “Consensus”Key Word “Consensus”yy31

Roundtable 1: Number FactsOne paper and one pen or pencil per teamOne paper and one pen or pencil per teamOne paper and one pen or pencil per team.One paper and one pen or pencil per team.No talking during contest.No talking during contest.No correcting other’s mistakesNo correcting other’s mistakesNo correcting other s mistakes.No correcting other s mistakes.No pointing or grunting.No pointing or grunting.No skipping turnNo skipping turnNo skipping turn.No skipping turn.Addition only.Addition only.No duplicates; commutative property OK.No duplicates; commutative property OK.No duplicates; commutative property OK.No duplicates; commutative property OK.One fact per turn.One fact per turn.Must go in a “circle.”Must go in a “circle.”gg2 minute time limit.2 minute time limit.

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Give One …Get One …

On the back of your handout, write one way you On the back of your handout, write one way you could use a “Roundtable” in your discipline.could use a “Roundtable” in your discipline.could use a Roundtable in your discipline.could use a Roundtable in your discipline.When signaled, circulate the room to meet a When signaled, circulate the room to meet a colleague. Give him/her your answer and get colleague. Give him/her your answer and get g y gg y ghis/her answer.his/her answer.You need a total of 2 answers. You may not get You need a total of 2 answers. You may not get y gy gmore than one idea from an individual. When you more than one idea from an individual. When you have completed your task, return to your seat.have completed your task, return to your seat.Enjoy!Enjoy!

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Pacing Guides and StaffingPacing Guides and Staffing Meetings

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Corners11 Di id i “ ”Di id i “ ”1.1. Divide room into “corners”.Divide room into “corners”.

2.2. Assign choices to “corners”.Assign choices to “corners”.

3.3. Describe choices; give think time.Describe choices; give think time.

44 Students walk to cornersStudents walk to corners4.4. Students walk to corners.Students walk to corners.

5.5. Discuss choices (Break into smaller groups, if Discuss choices (Break into smaller groups, if ))necessary.)necessary.)

6.6. Numbered heads together; use wait time!!!Numbered heads together; use wait time!!!

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Corners

1.1. Research should not be allowed on fetal stem Research should not be allowed on fetal stem cells under any circumstances.cells under any circumstances.

h h ld l b ll d lh h ld l b ll d l2.2. Research should only be allowed on currently Research should only be allowed on currently existing stem cell lines.existing stem cell lines.

33 Research should be allowed on stem cells fromResearch should be allowed on stem cells from3.3. Research should be allowed on stem cells from Research should be allowed on stem cells from extra embryos that have been created for the extra embryos that have been created for the purpose of in vitro fertilization, but not used.purpose of in vitro fertilization, but not used.

4.4. Research should be allowed on fetal stem cells Research should be allowed on fetal stem cells from embryos specifically created to be used in from embryos specifically created to be used in

hhresearch.research.36

Corners1.1. Our school only needs a simple dress code that Our school only needs a simple dress code that

delineates safety and decency standards.delineates safety and decency standards.y yy y2.2. Our school needs a dress code that requires Our school needs a dress code that requires

students’ attire to meet strict and specific students’ attire to meet strict and specific standards of decency safety andstandards of decency safety andstandards of decency, safety, and standards of decency, safety, and appropriateness for the learning environment.appropriateness for the learning environment.

3.3. Simple school uniforms should be required at Simple school uniforms should be required at h l h kh ki ki dh l h kh ki ki dour school such as khaki pants or skirts topped our school such as khaki pants or skirts topped

by a school golf shirt.by a school golf shirt.44 Formal school uniforms should be required atFormal school uniforms should be required at4.4. Formal school uniforms should be required at Formal school uniforms should be required at

our school that specify all visible articles of our school that specify all visible articles of attire and should include ties for boys and dress attire and should include ties for boys and dress pants or skirts for girlspants or skirts for girlspants or skirts for girls.pants or skirts for girls.

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Corners con’t.

What do you put in the “corners?”What do you put in the “corners?”What’s the question you ask the students toWhat’s the question you ask the students toWhat s the question you ask the students to What s the question you ask the students to get them to select a corner?get them to select a corner?What do you have the students do once theyWhat do you have the students do once theyWhat do you have the students do once they What do you have the students do once they get to the corner?get to the corner?

38

200

75 10075 100

10 25 5010 25 50

The Four Circles of EngagementCognitive DomainCognitive Domain

IntellectualChallengeChallenge

Active Learning StrategiesMovement Affiliation

Physical Domain Social/EmotionalDomain

Choice

Social/Emotional Domain

Roundtable 2: The Presidents

Enter “1 Mode”Enter “1 Mode”Begin Roundtable after several minutes inBegin Roundtable after several minutes inBegin Roundtable after several minutes in Begin Roundtable after several minutes in “1 Mode”“1 Mode”Huddle around master list; make it asHuddle around master list; make it asHuddle around master list; make it as Huddle around master list; make it as complete as possible.complete as possible.P fP fPrepare strategy for contest.Prepare strategy for contest.

41

Roundtable 2: The Presidents:Roundtable 2: The Presidents: Contest Rules

One president per round.One president per round.

Your team may keep working during the contestYour team may keep working during the contestYour team may keep working during the contest.Your team may keep working during the contest.

Repeat president??? (Lose turn).Repeat president??? (Lose turn).

Not a president??? (Lose turn).Not a president??? (Lose turn).

Go out of turn??? (Lose turn).Go out of turn??? (Lose turn).

Hint: Assign roles.Hint: Assign roles.

42

Roundtable 3: Foldover Poems11 E h t b d i f d itiE h t b d i f d iti1.1. Each team member needs a piece of paper and a writing Each team member needs a piece of paper and a writing

instrument.instrument.2.2. Each member writes one line of poetry to begin the poem.Each member writes one line of poetry to begin the poem.33 Th i th d l k iTh i th d l k i3.3. The poem is then passed clockwise.The poem is then passed clockwise.4.4. A second line is written, and the first is folded under A second line is written, and the first is folded under

(behind).(behind).55 Th i d ( d f ld d b k) til t bTh i d ( d f ld d b k) til t b5.5. The poem is passed (and folded back) until team members The poem is passed (and folded back) until team members

end up with the paper they began with for the second time.end up with the paper they began with for the second time.6.6. Team share: Team members read aloud the Team share: Team members read aloud the

their poemstheir poemstheir poems.their poems.7.7. Group share: Each team chooses one of the poems Group share: Each team chooses one of the poems

to read to the class.to read to the class.

43

Roundtable 3: Foldover Poems:Roundtable 3: Foldover Poems: Rules

No talking.No talking.

PGPG 13 l13 lPGPG--13 or cleaner.13 or cleaner.

Good Handwriting.Good Handwriting.gg

No names are permittedNo names are permitted

No correcting other’s grammar or spelling.No correcting other’s grammar or spelling.

No rhyming allowed!!!No rhyming allowed!!!No rhyming allowed!!!No rhyming allowed!!!44

After you write the last line…

Read the poem to yourself, and thenRead the poem to yourself, and thenTake turns reading each poem aloud to yourTake turns reading each poem aloud to yourTake turns reading each poem aloud to your Take turns reading each poem aloud to your teammates.teammates.

45

+’s -’s and Adaptations+ s, - s and Adaptations

+’s -s Adaptations+ s s Adaptations

46

Good Morning

Please sit with your team!Please sit with your team!

47

Things in Common (TIC)Topic Likes DislikesTopic Likes Dislikes

Food

TV Show orMovie

Actor or ActressActress

Place

48Activity

Concept Attainment Model

1.1. Select and Define a ConceptSelect and Define a Concept2.2. Select the AttributesSelect the Attributes3.3. Develop Positive and Negative ExamplesDevelop Positive and Negative Examples4.4. Introduce the Process to the StudentsIntroduce the Process to the Students5.5. Present the Examples and List the AttributesPresent the Examples and List the Attributes6.6. Have Students write Their Own Concept Have Students write Their Own Concept

DefinitionDefinitionDefinitionDefinition7.7. Give Additional ExamplesGive Additional Examples88 Discuss the Process with the ClassDiscuss the Process with the Class8.8. Discuss the Process with the ClassDiscuss the Process with the Class

49

Jigsaw II11 Di ide class into gro ps and di ide st d orDi ide class into gro ps and di ide st d or1.1. Divide class into groups and divide study or Divide class into groups and divide study or

reading material into four sections.reading material into four sections.22 Team members read/study individuallyTeam members read/study individually2.2. Team members read/study individually.Team members read/study individually.3.3. Expert groups meet, and share.Expert groups meet, and share.44 T bl d t t h tT bl d t t h t4.4. Teams reassemble and experts teach to Teams reassemble and experts teach to

their teams.their teams.55 Culminating Activity: quiz review writingCulminating Activity: quiz review writing5.5. Culminating Activity: quiz, review, writing Culminating Activity: quiz, review, writing

assignment, or Socratic Seminar.assignment, or Socratic Seminar.

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Concept Development Model

1.1. ListingListing22 Grouping of CategorizingGrouping of Categorizing2.2. Grouping of CategorizingGrouping of Categorizing3.3. Labeling or Defining RelationshipsLabeling or Defining Relationships4.4. RegroupingRegrouping----Reanalyzing and Reanalyzing and

SubsumingSubsumingSubsumingSubsuming5.5. Synthesizing and SummarizingSynthesizing and Summarizing

51

Suchman Inquiry Model

1. Selection of the Problem and Research1. Selection of the Problem and Research2 Introduce the Process to the Class2 Introduce the Process to the Class2. Introduce the Process to the Class2. Introduce the Process to the Class3. Gather Relevant Data3. Gather Relevant Data4 D l Th d D ib C l4 D l Th d D ib C l4. Develop a Theory and Describe Causal 4. Develop a Theory and Describe Causal RelationshipsRelationships5. State the Rules and Explain the Theory5. State the Rules and Explain the Theory6. Analyze the Process6. Analyze the Processyy

52

Match these

10%10% of what we seeof what we see20%20% of what we discuss with othersof what we discuss with others20%20% of what we discuss with othersof what we discuss with others30%30% of what we experience personallyof what we experience personally50%50% f h df h d50%50% of what we readof what we read70%70% of what we both see and hearof what we both see and hear80%80% of what we teach to someone elseof what we teach to someone else95%95% of what we hearof what we hear95%95% of what we hearof what we hear

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Pairs CheckA. Two members of each team pair up.A. Two members of each team pair up.

B. One does a problem, while the other watches.B. One does a problem, while the other watches.

C. If correct, gives exaggerated praise. (“You’re the Madonna of Mathematics…”)C. If correct, gives exaggerated praise. (“You’re the Madonna of Mathematics…”)

D. If incorrect, gently points out the error; (“You might want to look here…”), then D. If incorrect, gently points out the error; (“You might want to look here…”), then i ii igives praise.gives praise.

E. Partners change roles for the next problem and repeat.E. Partners change roles for the next problem and repeat.

F Fi i fi i h i f h d i fi i h d hF Fi i fi i h i f h d i fi i h d hF. First pair to finish waits for the second pair to finish and then compares answers.F. First pair to finish waits for the second pair to finish and then compares answers.

G. If they agree, they give the team handshake.G. If they agree, they give the team handshake.

H C i il k h i l dH C i il k h i l dH. Continue until worksheet is completed.H. Continue until worksheet is completed.

54

Send-a-Problem1.1. Each team member writes a high consensus (short answer) question on Each team member writes a high consensus (short answer) question on

an index card.an index card.2.2. Each team member checks the validity of the question and answer with Each team member checks the validity of the question and answer with

the teamthe teamthe team.the team.3.3. If the team agrees on the answer, it is written on the back of the card at If the team agrees on the answer, it is written on the back of the card at

the top.the top.44 Repeat for each team memberRepeat for each team member4.4. Repeat for each team member.Repeat for each team member.5.5. At the signal, teams gather cards together and pass them to the next At the signal, teams gather cards together and pass them to the next

team.team.66 Questions are dealt outQuestions are dealt out----one to a person Each question is read aloud inone to a person Each question is read aloud in6.6. Questions are dealt outQuestions are dealt out one to a person. Each question is read aloud in one to a person. Each question is read aloud in

turn; an answer is agreed upon; if different, it is written below the turn; an answer is agreed upon; if different, it is written below the original response. Rules for game: No spelling correction! No writing original response. Rules for game: No spelling correction! No writing on the question side of the card.on the question side of the card.

7.7. Cards are passed form team to team until they return to the group who Cards are passed form team to team until they return to the group who authored them.authored them.

8.8. Questions with alternate responses are reviewed. Disputes are Questions with alternate responses are reviewed. Disputes are resol edresol edresolved.resolved.

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Send-a-Problem Question Rules

Fact questions should be written, not opinion Fact questions should be written, not opinion questions.questions.

/f l / d l i l h i i/f l / d l i l h i iTrue/false, yes/no, and multiple choice questions True/false, yes/no, and multiple choice questions are not allowed.are not allowed.FillFill inin thethe blank or giveblank or give meme thethe answer questionsanswer questionsFillFill--inin--thethe--blank or giveblank or give--meme--thethe--answer questions answer questions are allowed.are allowed.Only one or two correct answers are permitted.Only one or two correct answers are permitted.y py pGood test question difficulty, not esoteric minutia.Good test question difficulty, not esoteric minutia.Only one question should be written on each card.Only one question should be written on each card.y qy q

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Send a Problem Game RulesSend-a-Problem Game RulesStack and pass cards at the teacher’s direction.Stack and pass cards at the teacher’s direction.ppDeal cards out, one to a person.Deal cards out, one to a person.Decide who will read the first question.Decide who will read the first question.Read question; count to three before anyone answers.Read question; count to three before anyone answers.Check your answer with the answer on the back of the Check your answer with the answer on the back of the card If you agree do nothing If you disagree writecard If you agree do nothing If you disagree writecard. If you agree, do nothing. If you disagree, write card. If you agree, do nothing. If you disagree, write what you think is the correct answer on the answer what you think is the correct answer on the answer side of the card.side of the card.Wait until the instructor says, “Stack ‘em and pass” to Wait until the instructor says, “Stack ‘em and pass” to pass the cards to the next team. pass the cards to the next team.

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Synectics Model

1. Describe the Topic1. Describe the Topic2 Create Direct Analogies2 Create Direct Analogies2. Create Direct Analogies2. Create Direct Analogies3. Describe Personal Analogies3. Describe Personal Analogies4 Id if C d C fli4 Id if C d C fli4. Identify Compressed Conflicts4. Identify Compressed Conflicts5. Create a New Direct Analogy5. Create a New Direct Analogy6. Re6. Re--examine the Original Topicexamine the Original Topic

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The Four Circles of EngagementCognitive DomainCognitive Domain

IntellectualChallengeChallenge

Active Learning StrategiesMovement Affiliation

Physical Domain Social/EmotionalDomain

Choice

Social/Emotional Domain

Inside Outside Circles11 The teacher discusses the topic and distributes the index cardsThe teacher discusses the topic and distributes the index cards1.1. The teacher discusses the topic and distributes the index cards.The teacher discusses the topic and distributes the index cards.2.2. Students write a question on the given card.Students write a question on the given card.3.3. Taking their questions with them, half of the class forms a Taking their questions with them, half of the class forms a

circle. Once the circle is formed they turn around. This is the circle. Once the circle is formed they turn around. This is the “I id ” i l“I id ” i l“Inside” circle.“Inside” circle.

4.4. The second half of the class forms an “Outside” circle by The second half of the class forms an “Outside” circle by matching up with individuals on the inside.matching up with individuals on the inside.

55 Students shake hands and introduce themselvesStudents shake hands and introduce themselves5.5. Students shake hands and introduce themselves.Students shake hands and introduce themselves.6.6. The students on the The students on the insideinside read their questions to their partners; read their questions to their partners;

both partners answer the question.both partners answer the question.7.7. The students on the The students on the outsideoutside read their questions to their read their questions to their

partners; both partners ans er the q estionpartners; both partners ans er the q estionpartners; both partners answer the question. partners; both partners answer the question. 8.8. Cards are exchanged.Cards are exchanged.9.9. At the direction of the teacher one of the circles rotate.At the direction of the teacher one of the circles rotate.1010 Repeat beginning at step 5Repeat beginning at step 510.10. Repeat beginning at step 5.Repeat beginning at step 5.

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Nine Categories of Instruction Strategies that WorkMarzano et al., 2000

CategoryCategory Average Average Effect SizeEffect Size

Average Average Percentile GainPercentile Gain

Identifying similarities and differencesIdentifying similarities and differences 1.611.61 4545Summarizing and note takingSummarizing and note taking 1.001.00 3434

Reinforcing effort and providing Reinforcing effort and providing recognitionrecognition

.80.80 2929

H k d iH k d i 7777 2828Homework and practiceHomework and practice .77.77 2828Nonlinguistic representationsNonlinguistic representations .75.75 2727

Cooperative learningCooperative learning 7373 2727Cooperative learningCooperative learning .73.73 2727Setting goals and providing feedbackSetting goals and providing feedback .61.61 2323

Generating and testing hypothesesGenerating and testing hypotheses 6161 2323

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Generating and testing hypothesesGenerating and testing hypotheses .61.61 2323Activating prior knowledgeActivating prior knowledge .59.59 2222

Eff SiEffect SizeLargeLarge 1.161.16Moderate Moderate .62.62LowLow .20.20

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As a team of professional educators:professional educators:

TURN 4 THOUGHT

Discuss with your peers the Discuss with your peers the implication of the modeled strategies and shared strategies and shared information to your role in improving the achievement p gof all students.

START: 1. What is the Question??

e an

swer

?2. W

had

d to

the

ho will An

Who

will answer?4.

W

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3. Who will Paraphrase and Praise?

Stimulating Student Engagement

High Energy Missing Info Self Mild Pressure Mild Controversy and Competition

Movem

ent

Pacing

Enthusiasm/

Excitement

Mysteries

Inquiry Lesson

DR

TA

Choice

Interest

Relevance

Questioning

Techniques

Appropriate Pressure

Intellectual C

hallenge

Gam

es/ C

ontests

Seminars/

Discussions

Debates

Line-up

Interview

Listen, Think, Pair

Share

"1-2-4"

Roundtable "Number

Facts"

200 Point P idPyramid

Corners

Send-a-

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Send aProblem

Inside-Outside Circles